马克思主义学院知识库

思想政治理论课（以下简称“思政课”）是落实时代育人工作重要渠道，在推进国家各项事业发展中发挥着重要作用。办好思政课关键在教师。中学思政课教师是落实“立德树人、培根铸魂”根本任务的主力军，其核心素养培育现状将直接影响思政课改革创新的最终成效，影响为党育人、为国育才的使命进程。新时代之际，习近平总书记高瞻远瞩地对思政课教师队伍建设提出了“六要”新要求，为思政课教师落实立德树人这一崇高历史使命指明了发展方向，为中学思政课教师核心素养提升路径提供了根本遵循。中学思政课教师是正处于“拔节孕穗期”的学生的思想引领者和成长摆渡人，必须不断强化自身核心素养，提高综合能力，才能做学生成人成才之路的筑梦人，才能真正成为培育时代新人的“大先生”。构建中学思政课教师核心素养提升路径是一项战略任务、系统工程，需要各方协同配合、共同发力。除绪论和结语外，文章主要内容共分为四个部分：首先，将“素养和素质”的区别与联系进行阐释，在形成“核心素养”的内涵基础上，又对“教师核心素养”的概念进行界定，最终阶梯式地廓清针对中学学段思政课教师核心素养的内涵与外延。同时阐明中学思政课教师核心素养提升的基本原则。其次，主要论述了新时代中学思政课教师核心素养的理论依据，并重点搭建了以政治素养、业务素养和师德素养三个方面为总括，以“六要”素养为内核，涵盖18个基本要点的新时代中学思政课教师核心素养体系框架。再次，本研究以对甘肃省中学思政课教师核心素养培育现状的调查和访谈记录为事实依据，指出现阶段部分中学思政课教师政治信仰有待提高、学科知识储备不足、教育教学能力不强、职业道德有待提升仍是中学思政课教师核心素养培育面临的主要问题。同时深刻剖析问题产生的原因，认为中学思政课教师职业发展动力不充足、核心素养认识不透彻、学校管理机制不完善及教师薪酬待遇制度不健全是问题产生的根源所在，为路径如何构建提供现实支撑。最后，紧紧围绕“六要”素养，从“顶层设计、长效机制和主体努力”三维视角出发，“全方位、全过程、全角度”提出中学思政课教师核心素养提升的具体路径。

The ideological and political theory course (hereinafter referred to as "ideological and political course") is the main channel to carry out the education work of The Times and plays an important role in promoting the development of various national undertakings. The key to a good ideological and political course lies in teachers. Middle school ideological and political teachers are the main force to carry out the fundamental task of "cultivating morality and cultivating souls with bacon". The current situation of cultivation of their core qualities will directly affect the final effect of ideological and political course reform and innovation, and affect the mission process of educating people for the Party and the country. Middle school ideological and political teachers are the ideological leaders and ferrymen of the students who are in the "booting stage". They must constantly strengthen their core qualities and improve their comprehensive ability. Only in this way can they become the dream builder of the students' adult talents and truly become the "Mr. Big" who cultivates the new people of The Times. It is a strategic task and a systematic project to construct a path to improve the core quality of middle school ideological and political course teachers, which requires the cooperation and joint efforts of all parties.In addition to the introduction and conclusion, the main content of this paper is divided into four parts: Firstly, the difference and connection between "literacy and quality" are explained, and the concept of "core literacy" is defined on the basis of forming the connotation of "core literacy", and finally the connotation and extension of the core competency of teachers in the ideological and political course of middle school are clarified. At the same time, At the same time, it expounds the basic principles of improving the core quality of middle school ideological and political teachers. Secondly, it mainly discusses the theoretical basis of the core literacy of middle school ideological and political course teachers in the new era, and focuses on building a system framework of the core literacy of middle school ideological and political course teachers in the new era, including three aspects of political literacy, professional literacy and teacher ethics, and "six requirements" literacy as the core, covering 18 basic points. Thirdly, based on the investigation and interview records of the current situation of the cultivation of core literacy of middle school ideological and political teachers in Gansu Province, this study points out that the main problems facing the cultivation of core literacy of middle school ideological and political teachers at this stage are the need to improve their political belief, lack of subject knowledge reserve, weak teaching ability and professional ethics. At the same time, it deeply analyzes the causes of the problems, and believes that the root causes of the problems lie in the insufficient motivation for the professional development of middle school ideological and political teachers, the incomplete understanding of core qualities, the imperfect school management mechanism and the imperfect teacher salary and treatment system, which provides realistic support for how to construct the path. Finally, the paper focuses on the "six requirements" quality, starts from the three-dimensional perspective of "top-level design, long-term mechanism and main efforts", and puts forward the specific path to improve the core quality of middle school ideological and political course teachers "in an all-round, whole-process and whole-angle".